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Putting It All Together Training

August 18, 2009

School Name(and motto or theme)

ODMS

PD

SIP

2

Objectives

• Part One – Reflection

• Part Two – Grading, AYP and Data Analysis

• Part Three – School Improvement Planning

• Part Four – Development of IPDP’s

• Part Five – School Professional Development Plans

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Part OneREFLECTIONS

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Celebration Activity

In your small group, fill out the Celebrating Our Success sheet.

1. In the first column list our areas of “SUCCESS”. 2. In the second column, list “WHY” this success

occurred. What factors contributed to the success?

3. In the third column, write one to three “NEXT STEPS” needed to expand or sustain that success.

4. Be prepared to share your answers with the larger group.

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Celebrating Our Success

Success Why Next Steps

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Mission

District Mission –

School Mission –

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Processing Pause

Are we “living” our vision and mission?

What does it:“look like”“sound like”“feel like” at our school?

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Vision and Mission Reflection Activity

1. As a group, reflect on what our vision and mission:

“looks like”

“sounds like”

“feels like”

2. Record your responses on the Vision and Mission Reflections chart.

3. Be prepared to share with the larger group.

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Vision And Mission Reflections

Looks Like Sounds Like Feels Like

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Part TwoSchool Grading and AYP2008 – 2009 School Data

Analysis

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Sometimes The Data Is Confusing…

Why are the Level 3 and above scores different from the State Grade and AYP?

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Student Population Vocabulary Check

Standard Curriculum for School Grade (Proficient on high standards)

All Curriculum for School Grade (Annual Learning gains)

All Curriculum for Adequate Yearly Progress (AYP)

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Standard Curriculum Students for School Grade

• Used to calculate high standards/proficiency– Reading, math, and science – Level 3 or above– Writing – Level 3.5 or above

• All regular curriculum students• Speech-impaired, gifted, hospital/homebound• ELL students with more than 2 years in an ESOL

program• Students in the same school in both October and

February

Excludes – • ELL less than 2 years **• Students with Disabilities **

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All Curriculum Students for School Grade

• Used to calculate learning gains• All regular curriculum students• Speech impaired, gifted,

hospital/homebound • ELL

– More than 2 years– Less than 2 years if they took the test the prior

year for baseline data– Does NOT include students less than 1 year

• All students with disabilities (except those participating in the Alternative Assessment)

• Students in the same school in both October and February

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All Curriculum Students for AYP

•Same as all curriculum students for learning gains

•Includes alternative assessment

=

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So What Does All This Mean?

When you look at your objectives and ask, “Did we make progress?” -- make sure you are comparing data from the same population-type of students. Standard Curriculum 2008 = Standard Curriculum

2009 All Curriculum 2008 = All Curriculum 2009

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School Grading System

•Based on Three Categories:– Total Points – Adequate Progress/Learning Gains– % of Students Tested

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2009 School Grading System

• Awarded one (1) point for each percentage of students meeting high standards – Reading, math, science ( a Level 3 or above)– Writing (3.5 or above)

• Awarded one (1) point for each percentage of students making learning gains (adequate progress) in reading and math

• Awarded one (1) point for each percentage of the lowest performing students making learning gains (adequate progress) in reading and math

Grading Components (cont.)

• If a school, otherwise graded “A”, does not demonstrate adequate progress in the current year, the final grade will be reduced by one letter grade.

• If a school, otherwise graded “B” or “C”, does not demonstrate adequate progress in either the current or prior year, the final grade will be reduced by one letter grade.

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How Do You Make Learning Gains?

Students can demonstrate learning gains in any one of three (3) ways:

• Improve achievement levels from 1-2, 2-3, 3-4, 4-5

or• Maintain within the relatively high levels of 3, 4,

or 5 or

• Maintain an achievement level of 1 or 2 and demonstrate one year’s growth – which is to exceed the Developmental Scale Scores (DSS) cut score** for their particular grade level. This does not include retained students.

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Adequate Progress(Annual Learning Gains on

SSS)

Adequate Yearly Progress (AYP – Determined by Set

Benchmark)

≠

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Annual Learning Gains = Individual Student

Data

Adequate Yearly Progress = Whole

School Data

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School Grade Criteria 2009-2010 for Grades 3-8

90% participation rate or higher (95%-A)

% of level 3 and above in reading (Standard Curriculum Students)

% of level 3 and above in math (Standard Curriculum Students)

% of level 3 and above in science (Standard Curriculum Students)

% of 3.5 or higher in writing (Standard Curriculum Students)

% of students making learning gains in reading (All Curriculum)

% of students making learning gains in math (All Curriculum)

% of lowest 25% making learning gains in reading* (min. 50%)(All Curriculum)

% of lowest 25% making learning gains in math* (min. 50%)(All Curriculum)

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Additional Grading CriteriaFor Calculating “Adequate

Progress”• If the lowest 25% do not make learning

gains (min. 50%) for two consecutive years the school will lose a letter grade.

• At least 40% in reading and math, if they show improvement from the prior year.

• Less than 40%, if at least a five percentage point improvement from the prior year

Graduation

Acceleration

Readiness

Overall Rate 200

At-Risk Rate100

Total Graduation Points300

Participation 200

Performance100

Total Acceleration Points300

Performance on Reading 100

Performance on Math 100

Total Readiness Points200

Total Points800

New High School Grading Matrix

(50% Of School Grade)

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School Grade Minimum Points Per Grade

A 525

B 495

C 435

D 395

F 394 and below

2009-2010School Grades

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2008-2009 School Grade

Add your own data/celebrate

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Total Points = /

2008-2009 State Report Card/School Grade

Data Source

ODMS Report SIP0010

“ ” = Not Applicable Cell

A=525 B=495 C=435 D=395 F=394

School

Exercise #1

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Grade Level Data: High Standards

Data Source

School Name

ODMS Report SIP0020

Exercise #2

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Grade Level Data: High Standards

Grade

Level

Year

Reading Math Science Writing

% Level 3+

+/-

% Level 3+

+/-

% Level 3+

+/-% 3.5+ +/-

Grade

___

2008 X X X X2009 X X X X

Grade

___

2008 X X2009 X X

Grade

___

2008 X X2009 X X

Exercise #2

31ODMS Report SIP0020

Exercise #3

School Name

Grade Level Data: Percent Making Annual Gains

Data Source

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Grade Level Data: Percent Making Annual Gains

GradeLevel

Year

Reading Math

% Learning

Gains+/-

% Learning

Gains+/-

Grade___

2008

2009

Grade___

2008

2009

Grade___

2008

2009

Exercise #3

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Grade Level Data: Lowest Quartile Making Annual

GainsData Source

Data Source

ODMS Report SIP0020

Exercise #4

School Name

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GradeLevel

Year

Reading Math

% Learning

Gains+/-

% Learning

Gains+/-

Grade___

2008

2009

Grade___

2008

2009

Grade___

2008

2009

Exercise #4

Grade Level Data: Lowest Quartile Making Annual

Gains

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Subgroup Data: Percent Making Annual Gains

Data Source

ODMS Report SIP0050

School Name

Exercise #5

Transition Time . . .

• Up until this point you have been working with School Grade Data from Standard Curriculum data.

• The next few slides will look at performance data by achievement levels using All Curriculum Data.

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Reading Achievement Level Comparisons By Grade Level

Data Source

ODMS Report DEM0030Exercise #6

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Reading Achievement Level Comparisons By Grade Level

Reading Level 1

+/-Level 2

+/-Level 3

+/-Level 4

+/-Level 5

+/-

Grade

_____

2008

2009

Grade

_____

2008

2009

Grade

_____

2008

2009

Exercise #6

39ODMS Report DEM0030

Math Achievement Level Comparisons – Overall

Data Source

Exercise #7

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Math Achievement Level Comparisons - Overall

Math Level 1

+/-Level 2

+/-Level 3

+/-Level 4

+/-Level 5

+/-

Grade

_____

2008

2009

Grade

_____

2008

2009

Grade

_____

2008

2009

Exercise #7

To Access Achievement Level Comparisons By School, Grade And Year

1. Go to: http://fcat.fldoe.org/results/default.asp2. Check the appropriate boxes and click ‘Continue’.

Report

LEVEL

COUNTY

SUBJECT(S)

CONTINUE

GRADE(S)

YEAR(S)

Achievement Level Comparisons – Overall

Data Source

Exercise #841

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Achievement Level Comparisons - Overall

Science Level 1

+/-Level 2

+/-Level 3

+/-Level 4

+/-Level 5

+/-

School

2008

2009

District

2008

2009

State

2008

2009

Exercise #8

To Access Achievement Level Comparisons By School, Grade And Year

1. Go to: http://fcat.fldoe.org/results/default.asp2. Check the appropriate boxes and click ‘Continue’.

Report

LEVEL

COUNTY

SUBJECT(S)

CONTINUE

GRADE(S)

YEAR(S)

Achievement Level Comparisons – Overall

Data Source

Exercise #943

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FCAT Writing

Exercise #9ODMS Report SIP0030

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Processing Pause

1. Take 3-5 minutes to individually process the data and information reviewed up to this point.

2. As a small group, record the strengths/successes and areas needing attention observed from the data.

3. Record the information on the 2008-2009 Data Observations sheet in reflection table #1.

4. Be prepared to share your answers with the larger group.

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Time For A Review…

• Adequate Progress/Learning Gains– Individual student data– Improve achievement levels from 1-2, 2-3, 3-4, 4-5

or– Maintain within the relatively high levels of 3, 4, or

5 or– Maintain an achievement level of 1 or 2 and

demonstrate one year’s growth – which is to exceed the Developmental Scale Scores (DSS) cut score for their particular grade level.

• Adequate Yearly Progress (AYP)– Whole school data– Each subgroup must meet annual AYP Benchmark in

reading and math

Adequate Yearly ProgressAdequate Yearly ProgressAndAnd

School GradesSchool Grades

Presented by:Research, Evaluation and Accountability

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AYP What Is It?

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A Brief A Brief HistoryHistory

√ √ NCLB was signed into law by President George W. Bush on January 8, 2002.

√√ Requires each state to make Adequate Yearly Progress towards state proficiency goals.

√ √ All students must be included in the determination of AYP.

√ √ AYP measures the performance AND participation of various subgroups.

√ √ The goal of NCLB is to have 100 % of students proficient by 2013-14.

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Summary Of AYP Summary Of AYP ComputationsComputations

√ √ All schools must be held to the same criteria.

√ √ All students must be included.

√ √ AYP is based upon results of 5 racial/ethnic groups, plus, Economically Disadvantaged, Limited English Proficient (ELL) and Students With Disabilities (SWD)

for a total of 8 subgroups.

√√ Subgroups must be larger than 30 students, represent 15 percent of the school’s population (in tested grades) or at least 100 students.

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Year Reading Math

    % Proficient % Proficient

2001-2004 31 38

2004-2005 37 44

2005-2006 44 50

2006-2007 51 56

2007-2008 58 62

2008-2009 65 68

2009-2010 72 74

2010-2011 79 80

2011-2012 86 86

2012-2013 93 93

2013-2014 100 100 51

NCLB AYP Targets

Criteria That Must Be Criteria That Must Be MetMet

ParticipationAt least 95% of all students must participate in the FCAT or alternate assessment for LEP students and SWD.Reading ProficiencyThe ultimate goal is to have 100% of students proficient in reading by 2013-14. Students scoring 3 and above are considered proficient.Math ProficiencyThe ultimate goal is to have 100% of students proficient in math by 2013-14. Students scoring 3 and above are considered proficient.Improve Writing Performance by 1%Students scoring 4 and above are considered proficient. The writing target is also met if the school has a writing performance rate of 90% or better.Improve The Graduation Rate by 1%High schools must demonstrate a 1% improvement in the graduation rate or attain a rate of 85% or better.The School Is Not A ‘D’ or an ‘F’.

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Safe HarborSafe Harbor

A school that has met the requirements for participation as well as the State’s other indicators (writing, graduation rate, and school grade) but has not met the reading and/or mathematics proficiency targets can still make AYP through a provision in NCLB called Safe Harbor. Safe harbor applies only to those subgroups that did not meet the reading or mathematics targets.

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Safe Harbor ProvisionSafe Harbor Provision

Prerequisites

Subgroups that did not meet the reading and/or math proficiency targets can still make AYP if they have.....

95% tested

Improve writing by 1%

Improve the Graduation Rate by 1%

Earn a School Grade of ‘C’ or better

Decrease the percentage of non-proficient students by at least 10% from the prior year in the subject being evaluated.

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To Make AYP…• Schools cannot receive a “D” or “F”

AND• 95% of each subgroup must take an

assessmentAND

• Each subgroup must meet annual AYP target in reading and math (or meet Safe Harbor or meet the Growth Model requirements)

AND• Schools must meet the criteria for writing

(high school includes graduation rate)

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How Do We Make AYP In Writing?

Definition of Proficient3.0 or above (for 2008-2009)

Minimum Requirement90% proficient

-OR-1 percentage point increase from the

previous year

The AYP ReportThe AYP Report

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Proficiency TargetsProficiency Targets

Math Proficiency Target Met

Writing Improvement

Target Met

At Least 95% In Each Group Tested

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AYPMet

Reading Proficiency Target Met

School Grade of A, B

or C

Drilling From % To # sDrilling From % To # s

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60

Made AYP – Status Model

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Made AYP – Safe Harbor

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Made AYP – Growth Model

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Adequate Yearly Progress

Writing Reading Math% Met

AYP?% Met

AYP?% Met

AYP?

Total YesNo

YesNo

YesNo

White YesNo

YesNo

YesNo

Black YesNo

YesNo

YesNo

Hispanic YesNo

YesNo

YesNo

Asian YesNo

YesNo

YesNo

Am. Indian YesNo

YesNo

YesNo

EconomicallyDisadvantage

d

YesNo

YesNo

YesNo

ELL YesNo

YesNo

YesNo

SWD YesNo

YesNo

YesNo

Did We Meet AYP for 2008-2009?

Adequate Yearly ProgressData Source

Report Type

COUNTY

YEAR(S)

64CONTINUE

65

We met ________ % of our AYP Goals

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Eliminating the Achievement Gap

Do we have discrepancies of 15 percentage points or more between our White subgroup and our other subgroups for students

scoring Level 3 and above?

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Eliminating the Achievement GapReading Math

% atLevel 3

Achievement Gap?

% atLevel 3

Achievement Gap?

Total YesNo

YesNo

White YesNo

YesNo

Black YesNo

YesNo

Hispanic YesNo

YesNo

Asian YesNo

YesNo

Am. Indian YesNo

YesNo

EconomicallyDisadvantaged

YesNo

YesNo

ELL YesNo

YesNo

SWD YesNo

YesNo

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Eliminating the Achievement Gap

Data Source

School Name

ODMS Report DEM0050

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Processing Pause

1. Take 3-5 minutes to individually process the AYP data and information reviewed up to this point.

2. As a small group, record the strengths/successes and areas needing attention observed from the data.

3. Record the information on the 2007-2008 Data Observations sheet in reflection table #2.

4. Be prepared to share your answers with the larger group.

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Wrap Up

Share an “A-HA” moment or

something new you learned today.

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Processing Pause

As a school and as individuals, where do we need to grow and what do we need to learn in order to successfully implement our strategies?